LiquidFeet wrote:Bluntly pointing out the important things a person is not doing is different from identifying what important things they should be doing. In both cases, the information is the same.
The information is not the same. An MA involves two, distinct steps.
Step 1 is DESCRIPTIVE: identify the actual movements the student is currently making. Max_501's checklist is useful. Sugarcoating ineffective movements risks being misinterpreted by the student as readiness to jump ahead to more advanced movements. This is known to be ineffective. PMTS is best learned by developing the Primary Movements in the order presented by HH.
Step 2 is PRESCRIPTIVE: identify the SMIM, the single most important movement the skier should be working on given their present stage of development. This requires identifying the most basic PMTS movement that the student is NOT using (ie, from Step 1). If Step 1 has been presented with an optimistic gloss, Step 2 will necessarily be inaccurate or, if accurate, will not make sense to the student.
Whether one is receiving MA or learning how to provide it, accuracy and completeness have value.